原版英语RAZ 教案I26-Monster Music.pdf

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1、1 Learning AZ,Inc.All rights reserved.www.readinga-Monster MusicLesson PlanLeveLI IAbout the BookText Type:Fiction/Humorous Page Count:16 Word Count:218Book SummaryJupe and Lurk love to sing and play music together on Jupes toy piano.When they start singing and playing in a real piano store,the owne

2、r is pleased to see that their music is helping to sell pianos.In the end,the monsters earn a very special reward.Pictures support the text.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Usethereadingstrategyofmaking,revising,andconfirmingpredictionstounderstan

3、dtext Identifystoryelements Discriminatemediallong/i/vowelsound RecognizeVCelong/i/vowelpatterninprintandreadsimpleVCelong/i/vowelwords Understandandidentifypronounsassubstitutesfornouns UnderstandhowtoplacewordsinalphabeticalorderMaterialsGreen textindicatesresourcesavailableonthewebsite BookMonste

4、r Music(copyforeachstudent)Chalkboardordryeraseboard Prediction,storyelements,VCelong/i/,pronounsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary

5、 High-frequency words:day,give,has,let,like,make,one,own,see,she,you Content words:beautiful,bench,earn,music,piano,plink,plunk,quiet,sell,shoppers,sing,slide,song,store,storeowner,together,toyBefore ReadingBuild Background Writethewordmusicontheboardandpointtothewordasyoureaditaloudtostudents.Repea

6、ttheprocessandhavestudentssaythewordaloud.Askstudentswhattheyknowaboutmusic.Askthemtoidentifyinstrumentstheyknowthatpeople use to make music.Preview the BookIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskwhattheythinktheymightreadaboutinabookcalledMonster Mus

7、ic.(Acceptanyanswerthatstudentscanjustify.)2 Learning AZ,Inc.All rights reserved.www.readinga-Monster MusicLesson Plan(continued)LeveLI I Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Make,revise,and confirm predictio

8、ns Explainthatgoodreadersmakepredictions,orguesses,aboutwhatwillhappeninastorybasedonwhatthecharacterssay,do,andthinkinthestory.Astheyreadthestory,readersmakepredictionsbasedoncluestheyreadinthestory.Modelusingthepictureonthefrontcoverofthebooktomakeaprediction.Think-aloud:When I look at the front c

9、over of the book,I see a monster.The monster looks as though it is playing a piano.I also see the monster surrounded by music notes.I wonder why this monster is making music on a piano.I know that people make music at concerts for others to listen to.Maybe the monster is practicing for a concert.Int

10、roduceandexplaintheprediction worksheet.Modelwritingaprediction,suchas:The monster is practicing for a music concert.Invitestudentstomakeapredictionbasedonthecovers,andwrite it on their worksheet in the Predictcolumn.Shareanddiscussthepredictionsasagroup.Asstudentsread,encouragethemtouseotherreading

11、strategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Story elements Explainthatcertainelementsareincludedinafictionalstory.Writethefollowingontheboard:characters,setting,problem,and solution.explain that the characters are the people or other animals

12、in the story,and the setting is where and when the story takes place.The characters usuallyarefacedwithaproblemthatneedstobesolved.Modelidentifyingstoryelementsofafamiliarstory.Think-aloud:In the story The Three Little Pigs,the characters are the three pigs and the wolf.The setting is near the three

13、 pigs houses.The problem is that the wolf is hungry and wants to eat the pigs.The pigs solve their problem by hiding in the third pigs brick house,which the wolf is not able to blow down.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounterinthestory.Forexa

14、mple,whilelookingatthepictureonpage3,youmightsay:Jupe is playing her piano.She plinks and plunks the keys to make the sounds.Remindstudentstolookatthepicturesandthelettersawordbeginsorendswithtofigureoutadifficultword.Forexample,pointtobeautifulonpage4,andsay:I am going to check the picture and thin

15、k about what would make sense to figure out this word.The picture shows one monster playing a piano.The other monster appears to be singing.They are making some kind of music.When I look at the first part of the word,it starts with/b/.The wordbadbegins with the/b/sound and could describe the music.H

16、owever,the picture also shows a cat rubbing up against the leg of one of the monsters.The cat seems to like the music.The wordbeautifulalso begins with the/b/sound.The sentence makes sense with this word.The word must bebeautiful.Set the Purpose Havestudentsreadtofindoutaboutthemonstersmusic.Remindt

17、hemtomake,revise,andconfirmpredictionsastheyread.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Havethemreadtotheendofpage6andthenstoptothinkabouttheeventsthathavehappenedsofarinthestory.Encouragestudentswhofinishbeforeotherstorereadthetext.Think-aloud:Before reading,

18、I predicted that the monster was practicing for a music concert.As I look at the events that have happened so far in the story,I want to change my prediction.It seems as though the monsters were making music because they enjoyed it.It might be a hobby or something that they enjoy doing together as f

19、riends.I also read that Jupe wants to try playing 3 Learning AZ,Inc.All rights reserved.www.readinga-Monster MusicLesson Plan(continued)LeveLI Isome of the pianos in the store.Maybe Jupe and Lurk will play and sing their music in the store.I wonder what will happen if they do this.I think that Jupe

20、and Lurk will bother some of the customers and the storeowner will make them leave the store.I will write this prediction on my prediction worksheet.Havestudentsreviewthepredictiontheymadebeforereading.Iftheirpredictionwasincorrect,have them write a revised prediction on their prediction worksheet i

21、n the Predict column and what actually happened in the Actualcolumn.Iftheiroriginalpredictionwasconfirmed,havethem write a check mark next to that prediction and write a new prediction in the Predict column.Reviewthedefinitionsofcharactersandsettingwithstudents.Discussthecharacterssofarinthestory(Ju

22、pe,Lurk).Writethesenamesontheboard.Modelidentifyingasettinginthestoryusingpictureandcontextclues.Say:At the beginning of the story,the monsters appear to be in some kind of room.I see a window,a lamp,and possibly a dresser in the pictures.Based on these clues,the monsters might be in a bedroom.I als

23、o see Jupes toy piano in the pictures.Since the piano is in the room,the bedroom probably belongs to Jupe.Have students use picture and context clues toidentifyanothersettinginthestory(pianostore).Writethesesettingsontheboard.Introduceandexplainthestory elements worksheet.Havestudentsrecordtheinform

24、ationforcharacters and setting on their worksheet.Check for understanding:Havestudentsreadtotheendofpage10.Remindthemtousethepictures,sentences,and what they already know to make predictions as they read.When they havefinishedreading,havethemmake,revise,orconfirmtheirprediction(s)ontheirworksheet.Di

25、scusswhethertheirpredictionsturnedouttobetrueorwhethertheyneededtoberevised.Havestudentsidentifyadditionalcharactersinthestory(shoppers)andwritethemontheirworksheet.Reviewthedefinitionofastoryproblem.Discusstheprobleminthisstory(Jupewantsarealpiano).Havestudentsrecordthisinformationontheirstoryeleme

26、ntsworksheet.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetomake,revise,andconfirmtheirpredictionsastheyreadtherestofthestoryandwritetheinformationon their prediction worksheet.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbead

27、dressedinthediscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:I predicted that Jupe and Lurk bother the customers with thei

28、r music and are asked to leave the store.This prediction was not correct.I learned that Jupe and Lurk do make music inside the store.However,the music helps the storeowner sell pianos.In fact,he asks them to stay and continue making music.Havestudentscompletetheirpredictionworksheet.Askthemtoexplain

29、otherpredictionstheymadewhilereading.Invitestudentstodiscusswhethertheirpredictionsturnedouttobetrueorwhethertheyneededtoberevised.Askstudentstoexplainhowmaking,revising,andconfirmingpredictionshelpedthemtounderstandandenjoytheeventsofthestory.Reflect on the Comprehension Skill Discussion:Reviewthes

30、toryelementsalreadyidentifiedinthepreviousdiscussions(characters,settings,problem).Discussthemeaningofasolution.Independent practice:Have students complete the story elements worksheet.Enduring understanding:Inthisstory,JupeandLurkworkedtogethertogetsomethingtheybothwanted.Nowthatyouknowthisinformat

31、ion,whatdoesittellyouabouthowteamworkcanhelp people to get what they need or want?4 Learning AZ,Inc.All rights reserved.www.readinga-Monster MusicLesson Plan(continued)LeveLI IBuild Skills Phonological Awareness:Discriminate medial long/i/vowel sound Saythewordsslid and slidealoudtostudents,emphasiz

32、ingthemedialvowelsounds.Askstudentstoidentifythedifferencebetweenthevowelsoundsinthewords.Pointoutthe long vowel sound in the word slide.Saythewordaloudwithstudents,emphasizingthelong vowel sound.Saythefollowingwordpairaloudtostudents,oneatatime:kit,kite.Askstudentstoidentifythe word with the long/i

33、/vowel sound.Check for understanding:Saythefollowingwordpairsoneatatime:sit,site;pine,pin;Tim,time.Havestudentsgivethethumbs-upsignalifthewordcontainsthelong/i/vowelsoundandthethumbs-downsignalifthewordcontainstheshort/i/vowelsound.Phonics:VCe long/i/Writethefollowingwordsontheboard:kite,pine.Readth

34、ewordsaloudtogether.Askstudentstolookcarefullyatthetwowordstofindacommonletterpattern.Guidestudentstoidentifythatbothwordsendwiththelettere and contain the letter i in the middle.Havevolunteerscirclethelettereattheendofeachword.Pointoutthateachwordalsohasanother vowel.Have volunteers circle the lett

35、er i in each word.Saythewordkite aloud.Then cover the letter eattheendoftheword.Havestudentssaytheword aloud(kit).Repeattheprocesswiththewordpine.Point out that the letter e at the end ofthewordmakestheothervowel,i,say its name.Check for understanding:Write the words ripe and slideontheboard,leaving

36、ablankforeachvowel.Sayeachwordaloud.Havestudentsaddthevowelstocompleteeachwordonaseparatepieceofpaper.Havestudentssayeachwordaloud.Independent practice:Introduce,explain,and have students complete the VCelong/i/worksheet.Iftimeallows,discusstheirresponses.Grammar and Mechanics:Pronouns Reviewthatano

37、unisaperson,place,or thing.Havestudentsshareexamplesofnouns.Writethefollowingsentenceontheboard:Jupe makes up her own songs.Readthesentencealoudwithstudents.Havestudentsidentifythenounsinthesentence(Jupe,songs).Circlethesewordsontheboard.Pointtothewordher.Askstudentstoexplainwhichnounthiswordreferst

38、o(Jupe).explain that wordsthattaketheplaceofanounarecalledpronouns.Readwithstudentsthefollowingsentenceonpage4:“You make beautiful music,”says Lurk as he sings along.Asksthemtoidentifywhichnounthewordherefersto(Lurk).Writethefollowingpronounsontheboard:he,she,his,her,I,you,we,it.Check for understand

39、ing:Havestudentslocatepronounsinthebookandcirclethem.Askthemtounderlinethenounthateachpronounstandsfor.Independent practice:Introduce,explain,and have students complete the pronouns worksheet.Word Work:Alphabetical order Writethewordstoy and pianoontheboard.Readthewordsaloudwithstudents.Askstudentst

40、oidentifythefirstletterineachword(t,p).Askstudentstoidentifywhichletter,t or p,comesfirstinthealphabet.Invitethemtoexplainwhichwordwouldcomefirstinalphabeticalorder(piano).explain that the word piano would comefirstinanalphabeticallistbecausethefirstletter,p,comesbeforethefirstletter,t,in toy.Writet

41、hewordsmusic and piano ontheboard.Readthewordsaloudwithstudents.Invitevolunteerstocirclethefirstletterineachword.Havestudentsexplainwhichwordwouldcomefirstinalphabeticalorderandwhy.5 Learning AZ,Inc.All rights reserved.www.readinga-Monster MusicLesson Plan(continued)LeveLI I Check for understanding:

42、Write the words piano,bench,sing,music,and toy ontheboard.Readthewordsaloudwithstudents.Havethemwritethewordsinalphabeticalorderonaseparatepieceofpaper.Iftimeallow,discusstheirresponses.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependentlyorwithapartner.Encouragerepeatedtimedre

43、adingsofaspecificsectionofthebook.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.EncouragestudentstoidentifytosomeoneathomethestoryelementsofMonster Music.Extend the ReadingWriting and A

44、rt ConnectionHavestudentsusetheInternettoidentifydifferentmusicalinstruments.Havethemdrawapictureoftheinstrument.Underthedrawing,havethemwriteasentencetodescribetheirpictureusingthefollowingprompt:A _ makes music.Combinethepagesintoaclassbook.Social Studies Connection Providestudentswithrecordingsof

45、musicfromseveralothercountries.Havestudentslistentothemusic.Discussthesimilaritiesanddifferencesamongkindsofmusic.Locateeachofthecountriesorareas represented on a map.Skill Review Discussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Th

46、efollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose forreading.Cutapartandusethecardsasga

47、mecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:accuratelyandconsistentlymake,revise,andconfirmpredictionsduringdiscussionandon a worksheet accuratelyidentifystoryelementsduringdiscussionandonaworksheet orallyidentifyanddis

48、criminatebetweenwordswithshortandlong/i/vowelsounds during discussion understandthatmostwordswiththeVCepatternhavealongmedialvowelsound;demonstrate understanding during discussion and on a worksheet correctlyidentifyandusepronounswithinsentencesduringdiscussionandonaworksheet correctlyplacewordsinalphabeticalorderduringdiscussionandonaseparatepieceofpaperComprehension Check BookQuiz RetellingRubric